Unit6DisasterandHopeDevelopingideasStarsafterthestorm课件-外研版高中英语

课题：

Unit6Disasterandhope

Period4(Starsafterthestorm)Content1.TeachingTypeReading.2.TeachingTopicPeopleandNature--NaturalDisastersandPrevention3.TeachingAids天学网教学助手互动课堂PowerPoint“Starsafterthestorm”istheDevelopingideaspartofBook3Unit6.ThisisanarrativeessaythattellsthestoryofanordinaryAmericanfamilyaffectedbyHurricaneKatrinafromtheperspectiveofachild.Theessayislogicalanditsstructureisclear.Thetextischronicallydividedintofourstages:whenthehurricanehit,afterthehurricane,afewdayslater,andayearlater.Itmainlydescribesthechangesintheauthor'slivingenvironmentatdifferentstagesandthechangesinaseriesofpsychologicalactivities

becauseofthehurricaneKatrina,suchasfear,worry,hope,joyandthenoptimism.

Itaimstoconveytoreadersthatinthefaceofnaturaldisasters,peopleshouldunite,maintainapositiveattitudeandhopeforthefuture.Thistextmainlyusesthesimplepasttense,withalargenumberofemotionalwordsandimagerytodescribewhattheyencounteredandthoughtaftertheevent.

Teachersshouldguidestudentstopayattentiontothiswritingtechniqueandteachthestudentshowtoanalyzetheimagery.12344.TeachingMaterialGenre(文体)Structure(结构)Content(内容)Function(作用)Stylisticfeature(文体特征)Status(地位)5.TeachingObjectThestudentsareseniorhighschoolstudentsfromGrade1.

TheyhavegreatinterestinEnglish,theyhaveacertainnumberofvocabulariesandtheypossessrelevantthinkingabilities,whichlayagoodfoundationforfurtherstudy.

Butwiththedeepeningofthelearningcontent,itmaybealittledifficultforthemtocompletelyunderstandwhattheteachersays,todeeplycomprehendthetextandtocorrectlyandfluentlyexpressopinionsinEnglish.6.TeachingAimsTograspthegeneralideathroughextensivereading.Toexperiencetheauthor’ssituationchangesandrelatedfeelingsthroughintensivereading.Toanalyzethestructure.Toanalyzetheimgery.Todevelopapositiveattitudetowardslife.Tobethe

“stars”.Touserelevantreadingskills,suchasskimmingandscanning.Tomakeproperuseofpairworkandgroupwork.1.Knowledge2.Ability3.Strategy4.EmotionalAims英语学科核心素养7.KeyandDifficultPointsTeachingKeyPointsHowtoguidestudentstobetterunderstandthepassageaccordingto“Fourlines”-timeline,feelingsline,causeslineandbehaviorslinethroughintensiveandindependentreadingandpairwork.TeachingDifficultPointsHowtoguidestudentstodevelopapositiveattitudetowardslifeandbethe“stars”

inotherpeople’slives.8.TeachingMethodsTask-basedteachingmethod(任务教学法)

Situationalteachingmethod(情境教学法)

“P-W-P”readingpattern(“P-W-P”阅读模式)9.TeachingProcedures10.TeachingReflectionTreflectsonhis/herteachingafterclassaccordingtotheSs’feedbackandSs’responsestoT’steaching.

“Teachingothersisteachingyourself.”(教学相长)

“Weareallteachersandweareallstudents.”Step1Lead-inearthquakedroughtwildfirevolcaniceruptionWhatarethey?disastersStep2Pre-readingBackgroundinformationofKatrina.a.

theBiggerDipper,theLittleDipper,theMilkyWayhurricaneKatrinaStep3Extensivereading-Task2Readingforthegeneralunderstandingofthetitle..FeelingsCausesBehaviorsTimelinePara.5Paras.3-4Paras.1-2Para.6Step3IntensiveReading-Task1Readingforthe“FourLines”.frightenedflewoffsmelledsobadseethegoodsideofthingssittinginmyroomwithmycatcriedtogetoutquicklywatchingtheboatsgoingupanddownhaddisappearedlookingupatthestarsFeelingsCausesBehaviorsTimelineParas.3-4Paras.1-2Step3IntensiveReading-Task1Readingforthe“FourLines”.FeelingsCausesBehaviorsTimelinehappy

thankfulcamehomeintimerebuildourhomesandhousestakentoanothertownlookupatthestarsPara.5Para.6Step3IntensiveReading-Task1Readingforthe“FourLines”.Step3IntensiveReading-Task2Readingforthe

deeperunderstanding

ofthetitle.

theBiggerDipper,theLittleDipper,theMilkyWayhurricaneKatrinaHopeAnalysisTip:Peopleoftenuseemotionalwordsandimagery(意象)

todescribeanimportanteventormemorableexperience.DifficultiesChallengesMomRescueworkersVolunteersfrightenedflewoffsmelledsobadseethegoodsideofthingssittinginmyroomwithmycatcriedtogetoutquicklywatchingtheboatsgoingupanddownhaddisappearedlookingupatthestarsFeelingsCausesBehaviorsTimelinehappy/thankfulcamehomeintimerebuildourhomesandhousestakentoanothertownlookupatthestarsPara.5Paras.3-4Paras.1-2Para.6Step3IntensiveReading-Task3Recitingforlaterretelling.Step3IntensiveReading-Task4Retellingforlaterinterview.DuringRightafterAfewdayslaterOneyearlaterParas.1-2Paras.3-4Para.5Para.6frightenedhappyhopefulworriedthankfuloptimisticTheroof...Thestreet...drinkingwaterhotbadMom...Theamazingstars...rescueSmartieworktogethercomebacktoIcanmakeit!Step4SummaryDuringthehurricaneRightafterthehurricaneAfewdayslaterOneyearlaterfrightenedworriedhappythankfuloptimistichopefulStarsafterthestormStep5Post-reading-Task1Planningandorganising(preparefortheinterview).Time(when):

2024.5.6Place(where):

newsbroadcastingroomCharacters(who):interviewer(anewsreporter)interviewee(avictim)Content(what):...knowmoreaboutthehurricaneandthevictims...Means(how):

dialogue(对话)Purpose(why):Tocallonmorepeopletohelpthelocalvictimsrebuildtheirhomes.Bepolite,friendlyandsincere.Listenattentively.State

whyyouinterviewhim/her.Asktheintervieweeabout

him/herself.3214Tipsforasuccessfulinterview.Step5Post-reading-Task2Role-play(actouttheinterview).Interviewer:Goodmorning,everyone!It’sMay,6th,2024.Today...(smilewithahandshake)Question1:Firstofall,I’dliketoaskhowdidyoufeelduring/rightafter/afewdayslater/oneyearlater...andwhy?Question2:Besides,

whogaveyouthehope/powertomoveon?Question3:Then,whatshouldwedowhenthedisasteriscoming?Question4:Isthereanythingelseyou’dliketosharewithusattheend?Question5:......Interviewer:

Aftertheconversationwith...,we...Ho